RPT Chemistry F5 2015

CHEMISTRY
FORM FIVE YEARLY PLAN

2015
THEME
:
INTERACTION BETWEEN CHEMICALS
LEARNING AREA
:
1.
RATE OF REACTION
Week
Learning Objectives
Suggested Learning Activities
No.
3
1.1 Analysing rate of
Discuss:
reaction
(a) the meaning of rate of reaction.
(b) some examples of fast reactions
(c)
some examples of slow reactions.
Learning Outcomes
Thinking Skills and

Scientific Skills
A student is able to:
State what rate of reaction

is,
The rate of reaction at any

given time is also known as
instantaneous rate of
reaction.
Discuss to identify observable changes to

reactants or products and its method of
measurement in order to determine the rate
of reaction.
Identify observable
changes to reactants or
products for determining
rate of reaction,
Carry out an activity involving a reaction

between zinc and acid, and plot a graph to
determine average rate of reaction and the
rate of reaction at any given time.
Determine average rate of

reaction,
Determine the rate of
reaction at any given time
from a graph,
Carry out problem solving activities involving

rates of reaction.
Scientific attitudes
and noble values
Remarks
Reactants bahan
tindak balas.
Product hasil
tindak balas.
Rate of reaction
kadar tindak balas.
Observable change
perubahan yang
dapat diperhatikan.
Solve numerical problems

involving average of
reaction,
involving rate of reaction at
any given time.
2
1.2
No. of
Periods
2
Synthesising
factors affecting
the rate of reaction
Discuss possible factors affecting the rate of

reaction.
Design and carry out activities to investigate
factors affecting the rate of reaction, i.e, size
of reactant, concentration, temperature and
catalyst.
Some suggested reactions:

(a) a reaction between calcium carbonate,
CaCO3, and hydrochloric acid, HCl,
(b) a reaction between sodium
thiosulphate, Na2S2O3, and sulphuric
acid, H2SO4,
(c)
decomposition of hydrogen peroxide,
H2O2, in the presence of a catalyst.
View computer simulations to investigate how

the movement and collision of particles in a
reaction are affected by temperature, size of
reactant, pressure, concentration and
catalyst.
Explain how each factor

affects the rate of reaction,
Collect and interpret data to explain factors

affecting the rate of reaction in the following:
Describe how factors

affecting the rate of
Design experiments to
investigate factors
affecting the rate of
reaction,
Give examples of
reactions that are affected
by size of reactant,
concentration, temperature
and catalyst,
Using examples discuss the

meaning and characteristics
of catalyst.
Being systematic &

cooperative
Thinking rationally
Size of reactants is related

to the total surface area.
Experimenting
Interpreting data
Being confident &

independent
Thinking critically ,
analytically and
rationally
Be Thankful to God
Observing
Catalyst mangkin
Decomposition
penguraian.
(a)
(b)
(c)
(d)
combustion of charcoal,
storing food in a refrigerator,
cooking food in a pressure cooker,
industrial production of ammonia,
sulphuric acid and nitric acid.
Solve problems involving rate of reaction.
Week
No.
6
Learning Objectives
reaction are applied in

daily life and in industrial
processes,
Solve problems involving

factors affecting rate of
reaction.
Learning Outcomes
Thinking Skills and

Scientific Skills
and noble values
No. of
Periods
2
Remarks

1.3
Synthesising ideas
on collision theory
Carry out simulations on:

(a) movement and collision of particles in
chemical reactions.
(b) movement and collision of particles in
reaction affected by temperature, size
of reactant, pressure, concentration
and catalyst.
7
Collect, interpret data and discuss the
following:
(a) collision,
(b) effective collision,
(c)
activation energy,
(d) collision frequency,
(e) effective collision frequency,
(f)
energy profile diagram.
Discuss to conceptualise collision theory.
Relate reaction with

energy produced by
movement and effective
collision of particles,
Describe activation
energy,
Sketch and describe
energy profile diagram,
Relate the frequency of
effective collisions with the
rate of reaction,
Relate the frequency of
effective collisions with
factors influencing of
particles in a reaction.
Describe how a certain
factor affects the collision
of particles in a reaction.
2
1.4
Practising scientific
knowledge to
enhance quality of
life

Carry out some daily activities related to
factors affecting the rate of reaction.
Apply knowledge on
factors affecting the rate of
reaction in everyday
activities.
Adopt problem solving

approaches and make
rational decisions based
on research.
Collect and interpret data on scientists

contribution in enhancing the quality of life.
Carry out problem solving activities involving
rate of reaction in the field of science and
technology through experiment and research.
Effective collision
perlanggaran
berkesan.
Activation energy
tenaga pengaktifan
Frequency
frekuensi /
kekerapan.
Energy profile
diagram rajah
profil tenaga
THEME
:
INTERACTION BETWEEN CHEMICALS
LEARNING AREA
:
2.
CARBON COMPOUNDS
Week No.
Learning Objectives
9
2.1
Understanding
carbon
compounds.
Learning Outcomes
Collect and interpret data on:
(a)
the meaning of carbon compound,
(b)
10
2.2
Analysing alkanes
the meaning of organic compound

with respect to its sources, content
and combustion products,
(c)
the meaning of hydrocarbon, inclusive

of saturated and unsaturated
hydrocarbons,
(d)
(e)
sources of hydrocarbon,
examples of organic and inorganic
compounds.
Carry out an activity to identify the products

of the products of the combustion of organic
compounds, i.e. carbon dioxide and water.
(a) the meaning of alkane,
(b) the meaning of structural formula,
Carry out an activity to construct molecular
models and draw structural formulae of the
first ten straight-chain alkanes.
Construct a table showing names, molecular
formulae, structural formulae and physical
properties of the first ten straight-chain
alkanes.
State what carbon

compound is,
State that carbon
compounds can be
classified into two groups,
i.e. organic and inorganic,
Thinking Skills and

Scientific Skills
Experimenting
Observing
Classifying
Comparing
Collecting and classifying
and noble values
Interest and wanting to
know
No. of
Periods
2
Honest and recording

data accurately
Cooperation
Remarks
Saturated tepu
Unsaturated tak
tepu
Combustion
pembakaran.
The term organic
should not be limited
to carbon
compounds derived
from living organism
State what organic

compound is,
Gives examples of
organic and inorganic
carbon compounds,
State what a hydrocarbon
is,
List the sources of
hydrocarbon,
Identify the combustion

products of organic
carbon compounds.
State what alkane is,
State what structural

formula is,
Deduce the molecular

formulae of the first ten
alkanes,
Draw the structural

formulae for the first ten
straight-chain alkanes,
Deduce the genenal

formula of alkanes,
Name the first ten

alkanes,
Communicating
Analyzing data
Characterizing
Attributing
Analysis
Rational Thinking
Critical and analysis
thinking
Cooperation
Straight-chain alkane
alkana rantai lurus.
Substitution
penukargantian.
Methane may be
used as examples
for combustion and
substitution reactions

(a) physical properties of alkanes, i.e.
melting and boiling, density, physical
state at room temperature, solubility in
water and electrical conductivity,
10
(b)
Write chemical equations for combustion

and substitution reactions of methane.
11
Relate changes in
physical properties with
increase in the number of
carbon atoms in alkane
molecules,
Explain the effect of the

increase in number of
carbon atoms in alkane
molecules on the
molecules boiling points,
Describe complete and
incomplete combustion of
alkanes
Describe the substitution
reaction of alkanes
chemical properties of alkanes, i.e.

combustion, substitution reactions
with halogen.
Discuss:
(a) the relationship between changes in
physical properties with increase in
the number of carbon atoms in alkane
molecules,
(b) the effect on boiling points of alkanes
due to increase in the number of
carbon atoms in alkane molecules,
(c)
the complete and incomplete of
combustion of alkanes,
(d) the substitution reactions of alkanes.
Week No.
Discuss the 5ecomposition of organic

matter produces methane and how this may
couse fire in hand fills and peat swamps.
Write chemical equations

for combustion and
substitution reactions of
methane.
Describe how methane

affects everyday life
Learning Objectives
Learning Outcomes
2.3
Collect and interpret data on the meaning of

alkene,
Analysing alkenes
Thinking Skills and

Scientific Skills
Communicating
Analyzing data
and noble values
Rational Thinking
Brave to try
Comparing and find the

difference
Honest and recording

data accurately
Safety
State what alkene is,

construct molecular models and draw
structural formulae of the first nine straightchain alkenes with one double bond.
Deduce the molecular

formulae of the first nine
alkenes,
Connecting
Systematic
Construct a table showing names, molecular

formulae, structural formulae and physical
properties of the first nine straight-chain
alkenes.
Deduce the general formula of

alkenes,
Attributing
Observing
Name the first nine alkenes,

Concluding
Draw the structural formulae
for the first nine straight-chain
alkenes,
Interest and wanting to

know
No. of
Periods
2
Remarks
Addition
penambahan
Sootinesskejelagaan

(a) physical properties of alkenes, i.e.
melting and boiling points, density,
physical state at room temperature,
solubility in water and electrical
conductivity,
Relate changes in physical

properties with increase in the
number of carbon atoms in
alkene molecules,
Explain the effects on boiling
points of alkenes due to
increase in the number of
carbon atoms in alkene
molecules,
(b)
11
chemical properties of alkenes, i.e.

combustion, addition reaction and
polymerisation.
Write chemical equations for combustion,

addition and polymerisation reactions of
alkenes.
Investigate addition reactions of alkenes
through computer simulation.
Compare and contrast alkanes
with alkenes.
Relate the reactivities of
alkanes and alkenes to their
chemical bonds.
C6H14, and hexene, C6H12, with respect to:
(a) sootiness of flame,
(b) reactions with bromine, Br2,
(c)
reaction with acidified potassium
manganate(VII), KMnO4.
Compare qualitatively the sootiness of flame
during combustion of an alkane with the
corresponding alkene.
Discuss to generalise the characteristics of
homologous series in terms of having the
same general formula, can be made by
similar methods, steady changes in physical
Hexene or
cyclohexene can
bused
Describe chemical properties

of alkenes.
Discuss:
(a) the relationship between changes of
physical properties with increase in
the number of carbon atoms in alkene
molecules.
(b) how the increase in the number of
carbon atoms in alkenes, affect their
boiling points,
(c)
the combustion alkenes,
(d) the addition reaction of alkenes,
(e) the polymerisation of alkenes.
Carry out activities to compare properties of

alkanes and alkenes having the same
number of carbon atoms such as hexane,
Restrict to the first

three members of
alkene
Generalise the characteristics

of homologous series based
on alkanes and alkenes.
properties, and similar chemical properties.
Week No.
13
Learning Objectives
2.4
Synthesising ideas
on isomerism

Construct all possible models and draw
structural formulae for a particular alkane
and alkene.
Learning Outcomes
Construct a table showing names and

formulae of alkyl groups.
Discuss isomerism.
and noble values
No. of
Periods
2
Construct various
structural formulae of a
particular alkane and
alkene.
Explain what isomerism

is,
Use IUPAC nomenclature

to name isomers.
Discuss the existence of isomers.
Thinking Skills and

Scientific Skills
2
Draw structural formulae of alkane and
alkene isomers and name them.
Remarks
IUPAC nomenclature
system penamaan
IUPAC
(a) Examples of
isomers should not
include cyclic carbon
Com pounds
(b)Examples of
alkanes and alkenes
should not exceed
five carbon atoms
Examine isomerism through models or

computer simulations.
14
2.5
Analysing alcohols
Functional group
kumpulan berfungsi
State the general formula

of alcohols,
Odour- bau
Identify the functional

group of alcohols.
Fermentation
Penapaian
Construct a table of names and molecular

formulae for the first four alcohols.
List the names and the

molecular formulae of the
first four alcohols.
Distillation
Penyulingan
Draw structural formulae

for isomers of propanol
(C3H7OH) and butanol
(C4H9OH).
Volatility
Kemeruapan
Carry out an activity to draw various

possible structural formulae of the first four
alcohols and name them.
Name isomers of
propanol and butanol
using IUPAC
nomenclature,
Describe the industrial
production of ethanol,
Dehydration
pendehidratan
Carry out an activity to derive the general

formula of alcohols and identify the
functional group.
Collect and interpret data on the industrial

production of ethanol,
Carry out an activity on the preparation of

ethanol in the laboratory through
fermentation and distillation.
Describe the preparation

of ethanol in the
laboratory,
State the physical

properties of ethanol,
Collect and interpret data on the physical

properties of ethanol (C2H5OH), i.e. colour,
odour, boiling point, physical state at room
temperature, volatility and solubility.
Carry out activities to investigate the

chemical properties of ethanol in terms of:
(a) combustion,
(b) oxidation,
(c)
dehydration.
Write chemical equations for the above
reactions involving ethanol, propanol and
butanol.
Carry out an activity to predict the chemical
properties for other members of alcohols.
(a) uses of alcohols in everyday life,
(b) effects of alcohol misuses and abuse.
Week No.
15
Learning Objectives
Describe the chemical

properties of ethanol,
Predict the chemical

properties of other
members of alcohols,
Explain with examples

the uses of alcohols in
everyday life,
Explain the effects of the

misuse and abuse of
alcohols.
Learning Outcomes
2.6 Analysing
carboxylic acids
Thinking Skills and

Scientific Skills
and noble values
Being objective

of carboxylic acids,
Being
God

group of carboxylic acids,
Construct a table with names and molecular

formulae of the first four members of
carboxylic acid, and draw their structural
formulae.
List the names and

molecular formulae of the
first four members of
carboxylic acid,
Appreciate
contribution
science
technology
the
of
and
Being flexible
open-minded
and
Collect and interpret data on the preparation

of ethanoic acid (CH3COOH) in the
laboratory.

of the first four members
of carboxylic acid and
name them using the
IUPAC nomemciature,

of ethanoic acid in the
laboratory,
State the physical

properties of carboxylic
acids,

formula of carboxylic acids and identify the
functional group.
Collect and interpret data on the physical

properties of ethanoic acid, i.e. colour,
odour, boiling point, physical state at room
temperature and solubility in water.
thankful
No. of
Periods
2
to
Being systematic
2
Carry out activities to investigate the
chemical properties of ehanoic acid through
its reactions with:
(a) base,
(b) metallic carbonate,
(c)
metal,
(d) alcohol,
Carry out an activity to write chemical
State the chemical
Remarks
equations for the above reactions involving

propanoic acid (C3H7COOH).
Carry out an activity to predict the chemical

properties of other members of carboxylic
acids.
Collect and interpret data on the uses of
carboxylic acids in everyday life.
Week No.
Learning Objectives
reactions of ethanoic acid.

with other chemicals,
Predict the chemical

properties for other
members of carboxylic
acid,
Explain with examples the

uses of carboxylic acids in
everyday life
Learning Outcomes
Thinking Skills and

Scientific Skills
and noble values
No. of
Periods
2
Remarks
16
2.7 Analysing esters
Interpreting data

formula of esters and identify the functional
group.
Classifying
Having an interest an
curiosity towards the
environment
Collecting data
Being objective
Relating
Being thankful to God
Construct a table of molecular formulae and

names of esters.
Communicating
Appreciate
the
contribution of science
and technology
Carry out an activity to prepare ethyl

ethanoate (CH3COOC2H5) in the laboratory.
Carry out an activity to investigate the
physical properties of ethyl ethanoate,
List the names and

molecular formulae of
simple esters.
of simple esters and
name them using the
IUPAC nomenclature,

of ester in the laboratory,
State the physical

properties of ethyl
ethanoate.
i.e. the odour and solubility.

Discuss to predict the esters produced from
the esterification between various carboxylic
acids and alcohols.

of esters,
group of esters.
Observing
Being flexible
open-minded
The
separation
process
is
not
needed
in
the
preparation of ethyl
ethanoate
and
Esterification
involves molecules
requiring catalyst ,
whereas
neutralization
involves ions to form
water
Being
responsible
about the safety of
oneself, others and
the environment
Limit discussion to
esterification
reactions
between
the
first
four
members
of
carboxylic acids
Predict the ester

produced from the
esterification reaction.
2
Write equations for esterification reactions.

(a) natural sources of ester,
(b) uses of ester in everyday life.
Write equations for the

esterification reactions
State the natural sources

of ester.
Esterificationpengesteran
Extractionpengekstrakan
Carry out a project to extract esters from

plants.
Week No.
17
Learning Objectives
2.8
Evaluationg fats

State the uses of ester in

everyday life.
Learning Outcomes
Thinking Skills and

Scientific Skills
and noble values
Classifying
(a)
(b)
(c)
what oils and fats are,

why our body needs oils and fats,
sources and the uses of oils and fats,
(d)
(e)
the difference between oils and fats at

room temperature in terms of physical
state,
structural formulae for fat molecules of
certain fatty acids.

(a) what saturated and unsaturated fats
are,
(b) sources and compositions of
saturated and unsaturated fats,
State what oils are,

State what fats are,
State the importance of
oils and fats for body
processes,
State the sources of iols
and fats,
List the uses of oils and
fats
State the differences

between oils and fats,
Identify structural
formulae for fat
molecules of certain fatty
acids.
State what saturated fats

are,
State what unsaturated
fats are,
(c)
the differences between saturated and

unsaturated fats,
Compare and contrast

between saturated and
unsaturated fats,
(d)
the need to convert unsaturated to
Describe the process of
Collecting data
Appreciate
the
and technology
No. of
Periods
Remarks
Students are not
required to know
how to draw the
structural formulae of
fat molecules
Interpreting data
Comparing and contrasting
Being
responsible
about the safety of
oneself, others and
the environment
Relating
Being systematic
Suggested
fatty
acids: Palmitic acid
CH3(CH3)14COOH
Communicating
Observing
Appreciating
and
practising clean and
healthy living
Stearic acid
CH3(CH3)16COOH
Linoleic acid
Oleic acid
Students are not
required to know
how to draw th
structural formulae
of fat molecule
Margarine can also
be produced by the
mechanical
squeezing method
saturated fats,
(e)
effects of fats on health.
Discuss the production of margarine by

hydrogenation.
Visit a palm oil factory, margarine

manufacturing plant or palm oil research
institute.
changing unsaturated
fats to saturated fats,
Describe the effects of
eating food high in fats on
health,
Describe the industrial
extraction of palm oil.
Justify the use of palm oil
in food production.
Discuss:
(a) the advantages of palm oil as
compared to other vegetable oils,
(b) research on oil palm in Malaysia,
(c)
the importance of palm oil industry to
the development of the country.
18
2.9
Analysing natural rubber
Interpreting data
Collect and interpret data on :
(a)
list examples of natural

polymers and their
monomers,
natural polymer i.e. natural rubber,

starch and protein, and their respective
monomers,
draw the structural formula

of natural rubber,
(b)
(c)
(d)
properties of natural rubber in terms of

elasticity, oxidation and the effects of
heat and solvents,
uses of natural rubber,
structural formula of a natural rubber.
state the uses of natural

rubber,
describe the coagulation
process of latex,

coagulation of latex and methods to prevent
coagulation.
Carry out activities to produce latex
products such as gloves and balloons.
describe the method used

to prevent latex from
coagulation.
Carry out an activity to produce vulcanized

rubber.
Investigate the process of rubber

vulcanization using computer simulation.
18
state the properties of

natural rubber,
Discuss :
(a) how the presence of sulphur atoms in
vulcanized rubber changes the
properties of vulcanized rubber.
(b) Research on natural rubber in
Malaysia.
Classifying
Having an interest an
curiosity towards the
environment
Collecting data
Being objective
Relating
Communicating
Appreciate
the
and technology
Observing
Being flexible
open-minded
Students need only

to draw a simple
(molecular) structure
formula
of
isopropane.
Unvulcanized rubber
is also known as
non-vulcanized
rubber.
and
ElasticityKekenyalan
Experimenting
Being responsible
about the safety of
oneself, others and the
environment
VulcanizedTervulkan
describe the vulcanization

of rubber,
describe how the presence

of sulphur atoms changes
the properties of
vulcanized rubber.
2
Carry out an activity to compare the

elasticity of vulcanized and unvulcalnized
natural rubber.
Visit a rubber plantation, a latex
processing factory, a rubber product
manufacturing plant or a rubber research
institute
19
2.10
Creating awareness of
order in homologous
series
19
2.11
Expressing gratefulness
for the variety of organic
materials in nature
Compare and contrast the

properties of vulcanized
and unvulcanized natural
rubber
A student is able to :
Construct a table naming each member of
the homologous series according to the
increasing number of carbon atoms.
Describe the systematic

approach in naming members
of homologous series
Discuss the order in the physical and

chemical properties of compounds in
homologous series
Describe the order in the

physical and chemical
properties of compounds in
homologous series.
Collect and interpret data on the existence

of a variety of organic materials in consumer
products.
Describe the existence of

various organic materials and
their uses in every day life,
Attend activities (talks, forum, exhibition)

related to good nutrition for health.
Practice good nutrition for

health,
Conduct a forum related to the contribution

of palm oil and natural rubber industries with
the countrys economy
Relate the contribution of palm

oil and natural rubber to the
economic development of the
country.
Coagulationpenggumpalan
Critical thinking
Rational thinking
Systematic
Thankful to God
Appreciating
and
practice
clean
&
healthy living
Appreciating the
and Technology
Gratefulnesskesyukuran
Theme: INTERACTION BETWEEN CHEMICAL

Learning Area : OXIDATION AND RERDUCTION
Week No.
20
Learning Objectives
3.1
Analysing
reactions
redox

Collect and interpret data on oxidation,
reduction, redox reaction, oxidising agent
and reducing agent based on :
(a) loss or gain of oxygen
(b) loss or gain of hydrogen
(c) transfer of electron
(d) change in oxidation
number.
Calculate the oxidation number of an

element in a compound.
Carry out an activity to identify the oxidation

number of an element in a compound and
name the compound using the IUPAC
nomenclature.
Carry out an activity to identify oxidation and
reduction processes in chemical equations :
(a) using oxidation number,
(b) in terms of electron
transfer.
Carry out activities to investigate oxidation

and reduction in the following reactions :
(a) combustion of metal in
oxygen or chlorine,
(b) heating of metallic oxide
with carbon,
(c) change of Fe2+ ions to Fe3+
ions and Fe3+ ions to Fe2+
ions,
(d) displacement of metal from
Its salt solution,
Learning Outcomes
state what oxidation is,
state what reduction is,
explain
what
reaction is,
redox
state what oxidising agent

is,
state what reducing agent

is,
calculate the oxidation

number of an element in a
compound,
relate
the
oxidation
number of an element to
the name of its compound
using
the
IUPAC
nomenclature,
explain with examples

oxidation and reduction
processes in terms of the
change
in
oxidation
number,

processes in terms of
electron transfer,

oxidising and reducing
agents in redox reactions,
Thinking Skills and

Scientific Skills
Interpreting data
and noble values
Think rationally
Being objective
Collecting data
Being
God
thankful
No. of
Periods
2
to
Relating
Communicating
Appreciating
contribution
science
technology
the
of
and
Being flexible
open-minded
and
Observing
Being
responsible
about the safety of
oneself, others and
the environment
Being systematic
Remarks
Week No.
Learning Objectives
Learning Outcomes
Thinking Skills and

Scientific Skills
and noble values
No. of
Periods
Having an interest
and curiosity towards
the environment
(e) displacement of halogen

from its halide solution,
(f) transfer of electrons at a
distance ( a variety of
solutions to be used ).
Carry out an activity to write oxidation and
reduction half-equations and ionic equations
for the above reactions.
21
3.2
Analysing rusting as a
redox reaction

state the conditions for the
rusting of iron,
state what corrosion of

metal is,
Discuss the redox reactions in corrosion of

metals including rusting.
describe the process of

rusting in terms of
oxidation and reduction.
generate ideas on the use

of other metals to control
rusting,
explain with examples on

the uses of a more
electropositive metal to
control metal corrosion,
Carry out an activity to investigate the effect

on iron nails when it is in contact with other
metals,
Collect and interpret data on methods to

control metal corrosion using a more
electropositive
metal
or
a
less
electropositive metal.
3.3
Understanding
the
reactivity series of metals
and its application
write
oxidation
and
reduction
half-equations
and ionic equations.

(a) conditions for the rusting of iron,
(b) the meaning of corrosion of metal,
(c) the process of rusting in terms of
Discuss on the use of other metals to

control rusting
22

reactivity of some metals with oxygen.
Interpreting data
Generating ideas

Experimenting
Being cooperative
2
Relating
explain with examples on

the use of a less
electropositive metal to
control metal corrosion,

compare the differences in
the vigour of the reactions
of some metals with
oxygen,
Arrange metals in terms of their reactivity

with oxygen.
deduce the reactivity

series of metals,
Carry out activity to determine the position

of carbon and hydrogen in the reactivity
series of metals.
determine the position of

carbon and hydrogen in
the reactivity series of
Experimenting
Making conclusion
Making inferences
Remarks
metals,
Discuss to predict the position of other
metals in the reactivity series.
Visit metal extraction factors or view a video
on the extraction metals.
25
3.4
Analysing redox
reactions in electrolytic
and chemical cells
Carry out an activity to investigate oxidation

and reduction reactions in electrolytic and
chemical cells,
state what the reactivity

series of metals are,
describe the extraction of

iron and tin from their ores,
explain the use of carbon

as the main reducing
agent in metal extraction,
use the reactivity series of

metals to predict possible
reactions involving metals.

explain with examples the
reactions at the electrons
of various chemical cells,
Using computer simulation, study and

discuss redox reactions in various types of
cells.
explain with examples the

reactions at the electrodes
of various electrolytic
cells,.
Discuss the differences between electrolytic

and chemical cells in terms of
(a) basic structure, energy
conversion and the transfer of
electrons at the electrodes,
(b) oxidation and reduction
processes.
State the differences

between electrolytic and
chemical cells in terms of
basic structure, energy
conversion and the
transfer of electrons at the
electrodes,
Compare and contrast

electrolytic ad chemical
cells with reference to the
processes
Generating ideas
Appreciating
contribution
science
technology
the
of
and
Predicting
Analysing
Thinking rationally
Being systematic
Week No.
Learning Objectives
25
3.5
Appreciating the ability
of elements to change
their oxidation numbers

Discuss the applications of the change of
oxidation number in substances in the
following processes:
(a)
(b)
(c)
(d)
(e)
extracting metal from its ore

corrosion of metal
preventing corrosion of metal
generation of electricity by cell
recycling of metals

(a) the existence of various types of
ore in our country
(b) methods of preventing corrosion
of metal
(c) varieties of chemical cell
(d) recycling of metal
Discuss:
(a) the contribution of metal
extraction industry to the
economy of our country
(b) the potential of new chemical
cells to be developed as an
alternative source of renewable
energy.
Theme: Interaction between chemicals

Learning Area : Thermochemistry
Learning Outcomes
Thinking Skills and

Scientific Skills

describe the various
applications of the change of
oxidation number in
substances
and noble values
Being systematic.
Being cooperative.
No. of
Periods
1
Remarks
Honest and accurate

in
recording
&
validating data
- describe the existence of

various types of ores in our
country
Grouping and classifying
- describe efforts to prevent
corrosion of metals
- describe the contribution of
metal extraction industry to the
economy of our country
- appreciate chemical cell as a
source of renewable energy.
Collecting data
relating
Having an
interest and
curiosity towards
the environment,
having critical
and analytical
thinking,
Being confident
and
independent,
Being diligent
and persevering,
Flexible and
open-minded
Appreciating the
contribution of
science and
technology.
Look
into
cells/
technologies such
as:
- rechargeable
- alkaline
- lithium
- photo/ solar
-
Week No.
26
Learning Objectives
4.1
Evaluating
changes in
reactions
energy
chemical
Learning Outcomes
Discuss the meaning of exothermic and

endothermic and endothermic reactions.
Carry out activities to study exothermic and

endothermic reactions in the:
(a) reaction between sodium hydrogen
carbonate, NaHCO3 and an acid.
(b) reaction between sodium hydroxide,
NaOH and hydrochloric acid HCl.
(c) Dissolving of sodium hydroxide in water,
(d) Dissolving of ammonium salts, such as
ammonium chloride, NH4Cl, ammonium
nitrate,
NH4NO3
and
ammonium
sulphate, (NH4)2SO4, in water.
Carry out an activity to construct energy
level diagrams for exothermic and
endothermic reactions.
Discuss to
diagram.
interpret
an
energy
level

State what exothermic
reaction is,
State what endothermic
reaction is
26
Learning Objectives
4.2
Understanding
heat
of
Construct energy level

diagrams for exothermic
reactions.
diagrams for endothermic
reactions
Interpret
energy
level
diagram.
Interrelate energy change

with
formation
and
breaking of bonds.
Show and discuss the application of

exothermic and endothermic reactions such
as in cold or hot packs.
Describe the application of

knowledge of exothermic
and endothermic reactions
in everyday life.
Discuss the meaning of heat of reaction for

the following types of reactions:
Experimenting
Interpreting data
Being objective
Being
God
thankful
No. of
Periods
2
Remarks
to
Measuring using number

Relating
Communicating
Appreciate
contribution of
science
technology
Being flexible
open-minded
Discuss the release or the absorption of

energy during formation and breaking of
bonds
using
simulation,
computer
animation, games or other methods.
and noble values
Having an interest
an curiosity towards
the environment
the
and
Observing
Week No.
Identify
exothermic
reactions
Identify
endothermic
reactions.
Give
examples
of
exothermic reactions.
Give
examples
of
endothermic reactions.
Thinking Skills and

Scientific Skills
Defining
Learning Outcomes
All thinking skills
and
Being
responsible
about the safety of
oneself, others and
the environment
and noble values
No. of
Periods
2
Relating
Applying
Thinking Skills and

Scientific Skills
Defining
Remarks
Week No.
Learning Objectives
precipitation.
(a)
(b)
(c)
(d)
precipitation
displacement
neutralization
combustion
Carry out an activity to determine the heat

of precipitation for a reaction and construct
its energy level diagram.
Carry out an activity to solve numerical

problems related to heat of precipitation
using information based on thermochemical
equations.
27
4.3
Understanding
displacement
heat
of
Discuss the meaning of heat of

displacement.
Learning Outcomes
State what heat of

reaction is
State what precipitation

is,
Determine the heat of

precipitation for the
reaction.
Construct an energy level

diagram for a
precipitation reaction

State what heat of
displacement is,
Carry out an activity to determine the heat

of displacement for a reaction and construct
the energy level diagram.
Calculate heat of displacement using

information based on thermochemical
equations.

problems related to heat of displacement
using the information based on
thermochemical equations.
Solve numerical
problems related to heat
of precipitation.
Determine heat of
displacement,
Construct the energy level
diagram for a
displacement reaction,
related to heat of
displacement.
Thinking Skills and

Scientific Skills
and noble values
No. of
Periods
Experimenting
Interpreting data
Making conclusion
2
Problems
solving
numerical methods.
using
Defining
Experimenting
Communicating
Making conclusion.
Problems
solving
numerical methods,
using
Remarks
Week No.
Learning Objectives
28
4.4 Understanding heat

of neutralisation

Discuss the meaning of heat of
neutralisation
Carry out activities to determine the heat of

neutralisation,and construct energy level
diagrams, for the following types of
reactions between:
(a) strong acid and strong alkali,
(b) weak acid and strong alkali,
(c) strong acid and weak alkali,
(d) weak acid and weak alkali
Discuss the difference between the heat of
neutralization for a strong acid and/or strong
alkali with heat of neutralisation for a
reaction involving a weak acid and weak
alkali.

problems related to heat of neutralisation
equations.
Learning Outcomes
State what heat of
neutralisation is,
Determine the heat of
neutralisation,
diagrams for various types
of neutralisation reactions,
Compare the heat of
neutralisation for the
reaction between strong
acid and a strong alkali
with the heat of
neutralisation for a
reaction between a weak
acid and/or a weak alkali,
Thinking Skills and

Scientific Skills
Interpreting data
and noble values
Having an interest
an curiosity towards
the environment
No. of
Periods
2
Being objective
Being
God
thankful
to
Classifying
Collecting data
Appreciate
contribution of
science
technology
the
and
Relating
Being flexible
open-minded
Explain the difference of

the heat of neutralisation
for a strong acid and a
strong alkali with the heat
of neutralisation for a
reaction involving a weak
acid and/or a weak alkali
Communicating

related to heat of
neutralisation.
Solving problems
Observing
and
Being
responsible
about the safety of
oneself, others and
the environment
Remarks
Week No.
Learning Objectives
30
4.5
Understanding
heat of combustion
4.6 Appreciating the

existence of various
energy sources
Thinking Skills and

Scientific Skills
All thinking skills
and noble values
Discuss the meaning of heat combustion.

State what heat of
combustion is,
Carry out an activity to determine heat of

combustion of various alcohols.
Determine heat of
combustion for a reaction,
Being confident and

independent
Construct an energy level

diagrams for a combustion
reaction,
Daring to try
Discuss:
a. the difference between heat of
combustion of various alcohols,
b. the difference between fuel values of
various fuels,
c. the selection of suitable fuel for specific
purposes.
30
Learning Outcomes

problems related to heat of combustion
equations.
Carry out group work where each group:
(a) brainstorm and identify the various
energy sources,
Compare the heat of

combustion of various
alcohols,
State what fuel value is,

Describe the difference
between heats of
combustion of various
alcohols,
Describe the applications

of fuel value,
Compare and contrast fuel

values for various fuels,

related to heat of
combustion.

Describe a variety of
energy sources,
(b) choose an energy source,

(c) identify technology used to harness this
energy,
Identify various technology

used to harness energy,
Justify the use of particular

energy source.
(d) discuss the pros and cons in using this

energy source,
Discuss the use of various energy sources
and its effect on humans and the
environment.
No. of
Periods
2
Being cooperative
Being objective
Being honest and

being
accurate in recording
and
validating data
Having critical and
analytical thinking
1
Being diligent and
persevering
Having critical and
analytical thinking
Being systematic
All thinking skills
All
the
scientific
attitudes and noble
values
Remarks
Theme: PRODUCTION AND MANAGEMENT OF MANUFACTURED CHEMICALS

Learning Area : Chemicals for consumers
Week No.
31
Learning Objectives
5.1
Analysing soap and
detergent
Learning Outcomes
Collect and interpret data on :

(a) the history of soap manufacturing
(b) what soap and detergent are
(c) the additives in detergent such as
biological enzymes and whitening agents
(d) the preparation of detergent

State what soap is
State what detergent is
Carry out an activity to prepare soap using

saponification process
and noble values
No. of
Periods
2
Describe soap preparation

process
Describe detergent
preparation process
Investigate the cleansing action of soap and

detergent using simulation and computer
animation
Describe the cleansing

action of soap and
detergent
Discuss
(a) the cleansing action of soap and
detergent
(b) the differences of the effectiveness of
the cleansing action of soap and detergent
Compare and contrast the

effectiveness of the
cleansing action of soap
and detergent
Identify the additives in
detergent and their
respective function.
Thinking Skills and

Scientific Skills
Conduct a competition to carry out a project

related to:
(a) the manufacturing of soap
(b) the preparation of detergent for multiple
purposes such as shampoo and dish
cleaner
31
5.2
Evaluating the use of
food additives
Collect and interpret data on the various

types of food additives in the market
Collect and interpret data on the types of
chemicals used in the food additives and
their functions as:
(a) preservatives and antioxidants, eg
sodium nitrite, sodium benzoate, ascorbic
acid
(b) flavouring agents, e.g monosodium
glutamate(MSG), aspartame
(c) stabilizers and thickening agents, eg
gelatine, acacia gum
(d) dyes, eg, azo compound, triphenyl
Carry out a project to collect and observe
State the types of food

additives and their
examples
State the functions of

each type of food
additives
Remarks
Week No.
Learning Objectives
Learning Outcomes
Thinking Skills and

Scientific Skills
and noble values
No. of
Periods
Remarks
the labels on food packs and identify the

additives used
Discuss
(a) the rationale for the use of food additives
(b) the effect of food additives on health and
the environment
(c) life without food additives
32
5.3
Understanding
medicine
Collect and interpret data on various types

and functions of medicine, i.e,
(a) traditional medicine derived from plants
and animals
(b) analgesics such as aspirin, paracetamol
and codeine
(c) antibiotics such as penicillin and
streptomycin
(d) psychotherapeutic medicine such as
stimulant, antidepressant and antipsychotic
Week No.
32
Learning Objectives
5.4
Appreciating the
existence of chemicals
Justify the use as food

additives
Describe the effects of
food additives on health
and the environment
2

State examples of
traditional medicine, their
sources and uses
State the types of modern
medicine and their
examples
State the functions of each
type of modern medicine
Describe the possible side
effects of using modern
and traditional medicine
Describe the correct usage
of modern and traditional
medicines
Learning Outcomes

a) Discovery of chemicals that can
improve the quality of life, such as
antibiotic and detergent,
A student is able to :
Describe that the discovery
of chemicals improves
quality of life,
b) Side effects of chemicals on life and the

environment,
State the side effects of

chemicals on humans and
the environment,
c) Describe common traits among

scientists in carrying out research, such
as patience, meticulousness and
perseverance.
Describe common traits

among scientists in carrying
out research,
Carry out an activity to discuss and predict

how life would be without chemicals.
Describe life without

chemicals,
Discuss and practice proper management of

chemicals towards better life, hygiene and
health.
State appreciation and

support for proper
management of chemicals.
Thinking Skills and

Scientific Skills
and noble values
No. of
Periods
1
Remarks

RPT Chemistry F5 2015

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CHEMISTRY

FORM FIVE YEARLY PLAN

Thinking Skills and

A student is able to:

State what rate of reaction

The rate of reaction at any

Discuss to identify observable changes to

Carry out an activity involving a reaction

Determine average rate of

Carry out problem solving activities involving

Solve numerical problems

Discuss possible factors affecting the rate of

A student is able to:

Some suggested reactions:

View computer simulations to investigate how

Explain how each factor

Collect and interpret data to explain factors

Describe how factors

Using examples discuss the

Being systematic &

Size of reactants is related

Being confident &

Solve problems involving rate of reaction.

reaction are applied in

Suggested Learning Activities

Solve problems involving

Thinking Skills and

A student is able to:

Carry out simulations on:

Relate reaction with

A student is able to:

Adopt problem solving

Collect and interpret data on scientists

Collect and interpret data on:

A student is able to:

the meaning of carbon compound,

the meaning of organic compound

the meaning of hydrocarbon, inclusive

Carry out an activity to identify the products

State what carbon

Thinking Skills and

Honest and recording

State what organic

Identify the combustion

State what alkane is,

State what structural

Deduce the molecular

Draw the structural

Deduce the genenal

Name the first ten

Collect and interpret data on:

Write chemical equations for combustion

Explain the effect of the

chemical properties of alkanes, i.e.

Discuss the 5ecomposition of organic

Write chemical equations

Describe how methane

Suggested Learning Activities

Collect and interpret data on the meaning of

A student is able to:

Thinking Skills and

Comparing and find the

Honest and recording